Using applied linguistics from the global south as a reflection and consideration to teach English courses for multilingual students at an Indonesian Islamic University (sertifikat hak cipta)

This chapter aims to make use of Pennycook’s and Makoni’s (Innovations and challenges in applied linguistics from the global south. Routledge, 2020) book on Innovations and Challenges of Applied Linguistics from the Global South to make sense of our teaching practices and navigate our future teaching considerations. The promotion of the Global South understanding of Applied Linguistics which, among others, introduces Southern Multilingualism and the mobilization of the Southern Epistemologies such as the renewed understanding of languages as neplanta (unstable inbetweenness rather than firmly bordered entities)’ (p. 109) are examples of those inclusive and multilingual concerns. In using the book, we will look each chapter and then reflect our teaching practices which may resonate or do not resonate with them. In that regard, we position Pennycook’s and Makoni’s (Innovations and challenges in applied linguistics from the global south. Routledge, 2020) book not only theoretical and but also dialectical. In the case where we find concept(s) in the book insightful (but do not resonate with our teaching practices) we will consider them as our future teaching reference. This book also resonates much with our multilingual and multicultural students where the dominant English(es) cannot be fully employed without the use of Indonesian and or local language(s) (cf Wahyudi, R. Situating English language teaching in Indonesia within a critical, global dialogue of theories: A case study of teaching argumentative writing and cross-cultural understanding courses. Victoria University of Wellington. Unpublished PhD Thesis, 2018). This chapter will also locate the specific contexts in which multilingual/plurilingual approach may work or not work in our classroom settings (Wahyudi, R. Translanguaging practices to express emotion, identity, agency and social justice. In K. Raza, C. Coombe, & D. Reynolds (Eds.), The handbook of multilingual TESOL in practice (pp. 507–517). Springer, 2023a) along with the way we supervised our students in the final year their study. This book chapter is pivotal as it will enrich how inclusivity, multilingualism and multiculturality can be both theoretically justified, dialectically discussed and critically investigated in the Global South teaching context.